Advanced Practice in Pelvic Floor Physio

This subject has the following teaching availabilities in 2009:

For Masters by Coursework: 513-640 The Pelvic Floor: Function & Dysfunction (may be taken concurrently)

For Postgraduate Certificate: 513-699 Physiotherapy Professional Portfolio.

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject comprises five content areas related to pelvic floor dysfunction, including specific issues related to ano-rectal dysfunction, male continence, paediatric, geriatric continence and pelvic pain. Content includes anatomy, physiology and pathology of the ano-rectum and the male urinary tract, normal and pathological development of the urinary system in children and ageing related issues as they apply to the urinary system, musculo-skeletal system and the patient as a whole. Prevention, assessment and treatment of dysfunction in each of these patient groups will be addressed. Interdisciplinary management, pharmacology, pain management and sexuality are included.

On completion of the subject students will be expected to be able to demonstrate the following specific skills:

• The ability to integrate anatomical, physiological and pathological knowledge to devise and implement management programs for different patient groups

• The ability to discuss current approaches in the management of incontinence in different patient groups in the community and be able to apply this theoretical knowledge in clinical situations.

• The ability to express their theoretical knowledge at a level for education of patients, caregivers, and other health professionals

• Bø, K., Berghmans, L.C.M., Van Kampen, M., Morkved, S. (eds). (2007). Evidence-Based Physical Therapy for the Pelvic Floor: Bridging Science and Clinical Practice. London: Churchill Livingstone

• Abrams P, Cardozo L, Khoury S and Wein A J (Eds) (2005): Incontinence: 3rd International Consultation on Incontinence, Monaco 2004 .(2005 ed.) Plymouth, UK: Health Publication Ltd. (2 nd edition available online: www.icsoffice.org -> link to Documents)
• Cardozo L and Staskin D (Eds) (2006): Textbook of Female Urology and Urogynaecology (2nd edn). London: Isis Medical Media Ltd.
• Corcos J and Schick E (Eds) (2001): The urinary sphincter . New York: Marcel Dekker.
• Mantle J, Haslam J and Barton S (2004): Physiotherapy in Obstetrics and Gynaecology. (2nd ed.) London: Butterworth-Heinemann.
• Sapsford R, Markwell S and Bullock-Saxton J (Eds) (1998): Women's Health: A Textbook for Physiotherapists . London: WB Saunders Company Ltd.

This subject is not available as a breadth subject.

On completion of the subject students are expected to be able to demonstrate:

• An understanding of professional responsibility and ethical principles in relation to individuals and community, both locally and internationally
• An ability to evaluate and synthesise the research and professional literature
• An understanding of the significance and value of their knowledge to the wider community

On completion of the subject students are expected to be able to demonstrate:

• The ability to integrate anatomical, physiological and pathological knowledge to devise and implement management programs for different patient groups
• The ability to discuss current approaches in the management of pelvic floor discorders in different patient groups in the community and be able to apply this theoretical knowledge in clinical situations.
• The ability to express their theoretical knowledge at a level for education of patients, caregivers, and other health professionals